اثربخشی آموزش ذهن آگاهی بر ظرفیت حافظه ی فعال کودکان نارساخوان: مطالعه ی موردی (مقاله علمی وزارت علوم)
درجه علمی: نشریه علمی (وزارت علوم)
آرشیو
چکیده
هدف از این پژوهش، تعیین اثربخشی آموزش ذهن آگاهی بر ظرفیت حافظه فعال کودکان نارساخوان به روش مطالعه موردی با طرح A-B بود. نمونه این پژوهش، سه دختر نارساخوان پایه چهارم ابتدایی بودند که به طور تصادفی از میان کودکانی انتخاب شدند. این کودکان در سال تحصیلی 1400-1399 به مراکز مشاوره شهر شیراز ارجاع و به عنوان نارساخوان تشخیص داده شده بودند. ابزارهای پژوهش عبارت از مقیاس هوش وکسلر کودکان (1986) و آزمون حافظه فعال پیکرینگ و کثرکول (2001) بود. برنامه ذهن آگاهی به مدت ده جلسه 90 دقیقه ای آموزش داده شد. برای تجزیه و تحلیل داده ها از آزمون T زوجی استفاده شد. نتایج نشان داد که برنامه آموزش ذهن آگاهی بر تقویت ظرفیت حافظه فعال کودکان نارساخوان در سه مؤلفه مجری مرکزی، حلقه واج شناختی و صفحه دیداری_ فضایی تأثیر معنادار داشته است. بر اساس یافته ها پیشنهاد می شود معلمان و درمانگران از تکنیک های ذهن آگاهی به عنوان یک روش مستقل یا مکمل روش های درمانی دیگر در راستای تقویت ظرفیت حافظه فعال کودکان نارساخوان استفاده کنند.The Effectiveness of Mindfulness Training on Working Memory Capacity of Children with Dyslexia: A Case Study
This study aimed to determine the effectiveness of mindfulness training on working memory capacity of children with dyslexia in a case study with A-B design. The study sample comprised three fourth-grade girls with dyslexia who were randomly selected from the children referred to Shiraz counseling centers in the academic year 2020-2021. The research tools were Wechsler Intelligence Scale for Children (1986), and Pickering and Gathercole’s (2001) Working Memory Test. Mindfulness program was instructed in ten 90-minutes sessions. Paired t-test was used to analyze the data. The results indicated that mindfulness training program had a significant effect on improving the working memory capacity of children with dyslexia in three components: Central Executive, Phonological Loop and Visual Spatial Sketchpad. According to the findings, it is suggested that teachers and therapists use mindfulness techniques as an independent method or complementary to other treatment methods to strengthen the working memory capacity of children with dyslexia. The most common and important learning disability is dyslexia (Maughan et al., 2009(. A child with dyslexia distorts words and uses them interchangeably and only understands some of what is read (Hallahan et al., 2020). The theory of deficiency in working memory is among theories proposed in the field of developmental etiology of dyslexia, which has received a lot of attention and acceptance today. (Nevo and Breznitz, 2011). Working memory is an essential component for normal reading. People who have more working memory capacity are able to keep more parts of the processing levels in mind while reading and thus perform better in terms of semantic integration in the text. The results of various studies have shown that dyslexic students have poor working memory (Moura et al, 2015; Papalia, 2013; Pennington, 2009; Swanson et al, 2009. Research findings have shown that many factors related to students' memory are effective in their academic progress, a most important of which is mindfulness skills. Kabat-Zinn (2003) has defined mindfulness as paying attention in a specific and purposeful way in the present time without judgment or prejudice. Mindfulness implicitly refers to awareness, attention and remembering. In fact, conscious attention to the present moment and therefore, selective attention is promoted in mindfulness training, thereby strengthening working memory (Awh et al., 2000). A review of the research background indicates that attention deficit and working memory deficit are the core of learning disabilities in general and dyslexia in particular. A review of the literature did not yield any research that investigated the effectiveness of mindfulness training on the working memory of children with learning disabilities. Methodology This research was a case study with an A-B design. The study sample comprised three fourth-grade girls with dyslexia who were randomly selected from the children referred to counseling centers in Shiraz in the academic year 2020-2021. These three children were homogenous in terms of intelligence level, age and educational level. The participants received Hooker and Foder's (2008) mindfulness training program for children. This program is a combination of relaxation techniques, body monitoring, breathing training and behavioral-cognitive techniques and includes three parts "environmental awareness, body awareness and mindfulness meditation". This program included ten 90-minute sessions once a week. The participants took the posttest after completing the training course. To collect research data, the revised Wechsler Intelligence Scale for Children (WISC) (1974) was used. WISC consists of 12 subtests of six verbal scales and six non-verbal scales. Furthermore, the Persian version of Pickering and Gathercole’s Set of Working Memory Tests for Children (2001) translated by Arjmandnia (2018) was used. This tool was designed to measure the working memory of people aged
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